Cathy Burdette
Monday, October
26, 2009
More Counting by Groups
Summary
Session 3.7
More Counting by Groups Math Workshop continues with a focus on counting by groups.
At the end of the session, students discuss counting by 10s.
Math Focus Points
- Looking at
patterns and developing fluency with skip counting by 2s, 5s, and 10s -
Identifying and using coin equivalencies - Combining coins to a total of 50¢ -
Knowing that the size of a group remains constant no matter how it is counted
(by 1s, 2s, 5s, or 10s)
Vocabulary
Materials
- M32-M33,
More Problems About 2s and 5s: Make copies. (as needed, for extra challenge) - Materials for Counting
Bags: See Sessions 3.6. - Materials for Collect 50¢: See Session 3.5. -
Connecting cubes (as needed)
Professional Development
Today's Number: 31 Using Coins
Summary
Classroom
Routine 3.7 Today's Number: 31 Using Coins As a class, students find ways to
make 31¢ by using pennies, nickels, and/or dimes. Record the expressions on a
class chart, and ask students to discuss the strategies they used. 10¢ + 10¢ +
5¢ + 5¢ + 1¢ 5¢ + 5¢ + 5¢ + 5¢ + 5¢ + 5¢ + 1¢
Math Focus Points
- Generating
equivalent expressions for a number - Developing fluency with addition and
subtraction - Using standard notation (+, -, =) to record expressions and write
equations - Skip counting by 2s, 5s, and 10s - Identifying patterns in the
multiples of 2, 5, and 10
Vocabulary
Materials
- No
materials needed
Professional Development
Tuesday,
October 27, 2009
Groups of 2, 5, and 10
Summary
Session 4.1
Groups of 2, 5, and 10 Students count out a given number of cubes, group them
in three ways (by 2s, by 5s, and 10s), and fill out a chart about the number of
whole towers that can be made and the number of leftovers.
Math Focus Points
- Counting
by groups of 2, 5, and 10 - Recognizing that the first digit of a 2-digit
number designates the number of groups of 10 and the second digit designates
the number of ones
Vocabulary
- grouping
by 2s (5s, 10s)
Materials
- M34,
Numbers for Grouping by 2s, 5s, and 10s: Make copies and cut out numbers. -
Chart paper - Connecting cubes (40 per pair) - Chart paper: Set up a table
modeled on Student Activity Book page 63. Title it "Grouping by 2s, 5s,
and 10s." Write at the top, "Our number is ________." Below, set
up a four-column table and label the columns "Number in a Tower,"
"Number of Towers," "Number of Leftovers," and "Total
Number of Cubes." Include three rows below for towers of 2, 5, and 10
cubes. See example on p. 170.
Professional Development
Read Ahead
of Time - Teacher Note: Observing Students as They Count, p. 230; Counting by
Groups, p. 229
Quick Images: Ten-Frames
Summary
Classroom
Routine 4.1 Quick Images: Ten-Frames Select three 10-dot and one 4-dot
Ten-Frame Cards (T28-T29). Follow the basic Quick Images activity. When the
total (34) is established, ask for equations that represent the image. 10 + 10
+ 5 + 5 + 4 = 34 20 + 10 + 4 = 34 Ask students to explain how the image matches
their equation. Some students may break up the frame into 7 + 3, but encourage
them to look for rows of five or whole frames of ten. If no one suggests 40 - 6
or 40 - 5 - 1, ask students to write an equation using subtraction that describes
the display.
Math Focus Points
- Developing
fluency with the addition combinations to 10 + 10 - Using known combinations
(i.e., combinations that make 10) to combine numbers - Recreating images of
dots arranged in 2-by-5 arrays - Using standard notation (+, -, =) to write
equations
Vocabulary
Materials
- T28-T29,
Ten-Frame Cards (from Investigation 1)
Professional Development
Wednesday,
October 28, 2009
Tens and Ones
Summary
Session 4.2 Tens and Ones Class discussion focuses on what happens when a
number is grouped by tens. Then students investigate whether the number of towers and
leftovers always matches the digits in the total number. The session ends with
the class counting by 10s.
Math Focus Points
-
Recognizing that the first digit of a 2-digit number designates the number of
groups of 10 and the second digit designates the number of ones - Solving
problems about 10s and 1s
Vocabulary
- 2-digit
number
Materials
- Connecting
cubes - Large box or container - Chart paper: Set up a table modeled on Student
Activity Book page 65. Title it "Grouping by 10s." In the table,
include as many rows as numbers you assigned in Session 4.1 (maximum 15), plus
a few empty rows scattered between the other numbers. See example on p. 174.
Professional Development
Read Ahead
of Time - Teacher Note: Place Value in Grade 2, p. 232
What Time Is It? How Many Minutes?
Summary
Classroom
Routine 4.2 What Time Is It? How Many Minutes? Distribute The Clock (M29) to
each student and display the transparent copy of The Clock (T36). Together,
label the five-minute intervals as you did in Session 3.6, reinforcing that
there are 60 minutes in one hour. Ask students to show 2:30 on their clocks,
and then draw hands for 2:30 on The Clock. Discuss what 2:30 means. Divide the
transparent clock face in half by drawing a line from 12 to 6. Ask, "If
there are 60 minutes in one whole hour, how many minutes are in one half
hour?"
Math Focus Points
- Using
clocks as tools for keeping track of and measuring time - Naming, notating, and
telling time to the hour, half hour, and quarter hour on digital and analog
clocks - Associating times on the hour and half hour with daily events -
Determining what time it will be when given start and elapsed times that are
multiples of 15 minutes - Determining the number of minutes in hours, half
hours, and quarter hours - Counting by 5s
Vocabulary
Materials
- M29, The Clock Make copies. - T36, The
Clock - Student clocks (1 per pair) - Demonstration clock
Professional Development
Thursday,
October 29, 2009
Adding 10
Summary
Session 4.3
Adding 10 Students look at problems about adding 10 to a 1-digit number. They
add the plus-10 combinations to their decks of addition cards. Math Workshop
follows. Class discussion focuses on a problem about tens and ones.
Math Focus Points
- Adding 10
to any number (or any number to 10) - Developing fluency with the near-double
and plus 10 combinations - Solving problems about 10s and 1s - Recognizing that
the first digit of a 2-digit number designates the number of groups of 10 and
the second digit designates the number of ones
Vocabulary
- Plus 10
combinations - tens - ones
Materials
- M35,
Addition Cards: Set 4 (Plus 10 Combinations) Make copies on cardstock and cut
out. (1 set per student) - T37, Addition Cards: Set 4 (Plus 10 Combinations) Cut out transparent cards. (optional)
- Envelopes of "Combinations I Know" and "Combinations I Am
Still Working On" (1 set per student; from Session 1.5) - Chart paper -
Connecting cubes (as needed) - Coins (as needed)
Professional Development
Read Ahead
of Time - Teacher Note: Strategies for Learning the Addition Combinations, p.
206
Today's Number
Summary
Classroom Routine 4.3 Today's Number Ask students to brainstorm whether
they will say 84 if they count around the class by 10s and to explain their
thinking. As
students count off by 10s, record each number said in a list. Discuss any
patterns students notice. Students then count backward by 10s, starting with
the ending number.
Math Focus Points
- Generating
equivalent expressions for a number - Developing fluency with addition and
subtraction - Using standard notation (+, -, =) to record expressions and write
equations - Skip counting by 2s, 5s, and 10s - Identifying patterns in the
multiples of 2, 5, and 10
Vocabulary
Materials
- M38,
Today's Number: 20 Make copies. (1 per student)
Professional Development
Friday, October
30, 2009
Sticker Problems
Summary
Session 4.4
Sticker Problems Students are introduced to sticker problems, a context for thinking
about place value and how numbers are structured into tens and ones.
Math Focus Points
- Using a
place-value model to represent a number as 10s and 1s - Solving problems about
10s and 1s
Vocabulary
- tens place - ones place
Materials
- T38-T39, Stickers:
Strips and Singles Cut out sticker strips and singles and store in envelope. If
you do not plan to use the overhead for this activity, copy Stickers: Strips
and Singles (M36-M37) onto cardstock, cut out sticker strips and singles and
laminate if possible. - Connecting cubes (3 towers of 10 plus 9 loose cubes per
pair plus extras)
Professional Development
Read Ahead
of Time - Teacher Note: Stickers: A Context for Place Value, p. 231
Today's Number: 20
Summary
Classroom
Routine 4.4 Today's Number: 20 Distribute copies of Today's Number: 20 (M38).
Working individually, students generate at least ten expressions for the number
20, five that use addition and five that use subtraction. This Today's Number
work, the third in a series of work samples for this activity, will provide
information about how students are understanding and
working with Today's Number.
Math Focus Points
- Generating
equivalent expressions for a number - Developing fluency with addition and
subtraction - Using standard notation (+, -, =) to record expressions and write
equations - Skip counting by 2s, 5s, and 10s - Identifying patterns in the
multiples of 2, 5, and 10
Vocabulary
Materials
- M38,
Today's Number: 20 Make copies. (1 per student)
Professional Development